Outline

Week 2: Mining Outlines from Literature Reviews in Dissertations

Part 1: Put the title and author and year for each Dissertation

Dissertation 1:

Knutsen, J. (2013). The Understanding of Teaching in Children with Autism Spectrum Disorder (Doctoral Dissertation). Retrieved from http://repository.upenn.edu/edissertations/653

Dissertation 2:

Carr, S. (2014). Quality of life in emerging adults with autism spectrum disorder (Doctoral Dissertation). Retrieved from https://pdfs.semanticscholar.org/928e/7d601a58eea7cbc28ad239daf552fede2bef.pdf?_ga=2.175482722.1508323011.1574449730-1970669338.1571175642

Dissertation 3:

Edwards, D. (2014). Serving the needs of students on the autism spectrum in higher education: a study of leadership and support services (Doctoral Dissertation). Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A6421

Title for My Dissertation:

Part 2: Show the Literature Review outline for the three dissertations. Then use the three outlines to develop an outline for your dissertation, Literature Review.

Dissertation 1:

Dissertation 2:

Dissertation 3:

My Outline

I. Autism Spectrum Disorder

II. Theory of Mind

a. Cognitive Models of ASD

b. False Belief

c. Steps in Theory of Mind Development

d. University of Theory of Mind Scale in TD Children

e. Theory of Mind Scale in ASD

f. Developmental Precursors to Theory of Mind in ASD

III. The Understanding of Teaching

a. The Understanding of Teaching in TD Children

b. The Understanding of Teaching in HFA Children

IV. The Understanding of Intention

a. Intention Understanding in TD Children

b. Intention Understanding in HFA Children

V. Research Questions and Goals

I. Autism Spectrum Disorder

a. Comorbidities and autism spectrum disorders

b. Communication and social development

c. Social interaction problems in people with ASD

d. Repetitive, perseverative, and stereotyped behavior

e. Disability Identity

f. Transition into early adulthood for individuals with ASD

g. National Longitudinal Transition Study 2

II. Quality of Life

a. QoL in individuals with ASD

b. Transition to adulthood and quality of life

I. Introduction to the Problem

II. Conceptual Framework

III. Streams of Research

IV. Literature Map

V. Literature Review

a. Legal Mandates for Students with ASD

b. Disability Support Services Offices Response to the Needs of Students with ASD

c. Disability Support Services Offices Development of Appropriate Responses to Meet the Needs of Students with ASD

I.

Part 3: List of Authors: List the prominent and relative authors you think are relative to your dissertation. You can then identify the ones you want to research first.

List of Relevant authors from Dissertation 1:

· (Yates, 2012) and (Abrahams & Geschwind, 2008)- There is not biological testing available to link ASD to genetics.

· (Kleinman et al., 2008)- ASD can be diagnosed as early as 14 months old.

· (Charman & Baird, 2002).- ASD diagnosis are more accurate during the 3-5 year range.

· (Baron-Cohen, 1995), (Frith, 1989; Happé & Frith, 2006), (Hughes, Russell, & Robbins, 1994; Russell, 1997)- Contributed to theories related to autism. There are three models.

List of Relevant authors from Dissertation 2:

· (Jones et al., 2009; Mayes & Calhoun, 2003)- Students with ASD achievement scores are unpredictable as compared to their IQ test scores.

· (Tuchman, 2011)- Students with ASD have seizures early on in1 of 4 children.

· (Corsello, 2013)- Discusses language impairment in children with ASD. Those impairments includes echolalia and labeling.

· (O’Conner, 2012)- Discusses social interactions influencing communication skills.

List of Relevant authors from Dissertation 3:

· (VanBergeijk et al., 2012)- Suggests summer programs are beneficial to ASD students entering college.

· (Stodden & Mruzek, 2010)- HEOA supports students with disabilities continuing post-secondary schooling and increase better employment outcomes.

· (Thomas, 2000)- The Americans with Disabilities Act (ADA) of 1990 prohibits public entities such as colleges and government from preventing qualified individuals to be included in any activities or services that are provided.

· Simon (2000)- Presents the institution’s legal responsibilities to students with disabilities and the rights of these

students.

Primary 20 to 40 authors you want to research for articles relevant to your dissertation

· Author 1

· Author 2

· Author 3

· Author 4

· Author 5

Part 4: Summary: Write a brief summary (125-250 words) of the literature reviews you mined to submit along with your outlines and author/topic list that you created.

The organization of the literature reviews of the three dissertations are arranged according to topical order. The researcher chose this organizational structure to first give an explanation and understanding to the general idea of the topic. Once the main ideas are expressed, they can be broken down into smaller portions to give a deeper and more precise understanding of information pertaining to the broader idea being discussed. As I observe the content of the three studies I noticed as a theme they all discussed ways to teach and support students suffering with Autism Spectrum Disorder to help make them better members of society. Students with Autism struggle to learn as compared to students without a disability. Support groups and programs are set in place to help make them as successful as any else in the world. A study revealed Autistic participants were able to work and learn the skills necessary to complete different tasks. Within 18 months, with constant and repetitious practice, they were able to learn and possibly be promoted from the first job given to upper level jobs (Boukhris, Sheehy, Mottron, and Bérard, 2016). The theme relates to my dissertation topic because it helps to determine the success rate of students with Autism Spectrum Disorder. Teachers do not have one set method of measurement to determine if a student with ASD is successful or not. Once they are given modifications and accommodations it helps to increase their success rates. A great indication of success would be students bettering themselves to be productive citizens of society. Teaching students with ASD to work on a job site, care for themselves by feeding and clothing independently, and communicating effectively to indicate their needs and concerns are also ways teachers can perceive their success.

Reference

Boukhris, T., Sheehy, O., Mottron, L., & Bérard, A. (2016). Antidepressant use during pregnancy and the risk of autism spectrum disorder in children. JAMA pediatrics, 170(2), 117-124.